Teachers’ Responses to Teacher Images in Picturebooks

Authors

  • Elizabeth Imperio Isidro Texas Tech University
  • Kathryn Button Texas Tech Univeristy

DOI:

https://doi.org/10.20360/G27G74

Keywords:

Response to Literature, Teacher Identities, Children's Literature

Abstract

Many studies look into the responses to literature of students and how these responses may affect their identities. However, rarely do studies look into teachers’ responses to literature as far as their teacher identities are concerned. This study focuses on a beginning teacher’s responses to select children’s picturebooks and how his responses reflect his current school contexts and experiences, his emerging teacher identity, and the values he holds in teaching.

Author Biographies

Elizabeth Imperio Isidro, Texas Tech University

Elizabeth Isidro is a doctoral student in Curriculum and Instruction with an area of concentration in Language and Literacy. She also serves as a graduate part-time instructor in the College of Education at Texas Tech University teaching Children’s Literature classes to undergraduate students. 

Kathryn Button, Texas Tech Univeristy

Kathryn Button is an associate professor in Curriculum and Instruction in the College of Education at Texas Tech University. She also serves as the Professional Development Facilitator for the Teacher Education Department in the College of Education.

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Published

2017-07-26

How to Cite

Isidro, E. I., & Button, K. (2017). Teachers’ Responses to Teacher Images in Picturebooks. Language and Literacy, 18(3), 33–49. https://doi.org/10.20360/G27G74

Issue

Vol. 18 No. 3 (2016)

Section

Articles

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